8 Staying Healthy - Future - English For Results€¦ · picture: What do you see? ... healthy food and unhealthy food • Point to the words. ... an unhealthy habit, a healthy habit,

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-145 UNIT 8

Preview• Holdupyourbookorhavestudentslookattheir

books.Readtheunittitlealoud.• Setthecontextoftheunit.Askquestionsaboutthe

picture:What do you see? Who is the woman? What is she doing? What kind of food do you see? Is the food healthy? Why do you think so?Callonstudentstoanswerthequestions.

• Readthepreviewquestionsaloud.• Askstudentstosharetheiranswerswithclassmates

sittingnearthem.• Ask:What are healthy eating habits?• Youmaywanttosummarizeyourstudents’ideas

bywritingthemontheboard.

Unit Goals• Telltheclass:This list of unit goals shows us what

we will be studying in Unit 8.• Havestudentsreadthegoalssilently.• Sayeachgoalandhavestudentsrepeat.Explain

unfamiliarvocabularyasneeded.Explaineating habits:The way we usually eat.Explainnutritional label:The label on foods that says what’s in them and how much fat, how much protein, etc., the foods have.Explainspecial diet:When someone has a health problem and they have to eat or not eat something to help control the problem.

• Say:We will come back to this page at the end of the unit. You will be able to write a check next to the goals you learned and practiced in this unit.

Staying Healthy

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Adverbsoffrequency• Verb+gerundasobject• Gerunds

Pronunciation• Do+anotherword• Intonationinquestions

Reading• Readanarticleaboutschoollunches• Readanutritionallabel

Writing• Writeaparagraphcomparingyourdiet

nowwithyourdietinthepast

8 Classroom Materials/Extra Practice

CD 2Tracks 46–59

WorkbookUnit 8

Interactive PracticeUnit 8

Community Building

Ask:Who has a family member who is on a special diet?Havevolunteerstalkaboutfamilymemberswhohavetoeatornoteatsomethingtocontrolacondition.Helpingstudentssharepersonalstorieshelpscreateapositiveclassroomenvironment.

LOCKE_FUTURE3_TE_9780131991538_U284 284 4/23/09 2:47:01 PM

UNIT 8 T-146

Lesson 1 Vocabulary

Controlled Practice 15 minutes

B Lookatthepictures...

• PlayCD2,Track46.• PlayTrack46again.Havestudentsrepeat.

Expansion: Vocabulary Practice for 1B

• Formpairs.Say:Use the new vocabulary and talk about the pictures.

• Pointtopicture1andsay:The young man is having a snack. He might be a teenager. Teenagers eat frequently and many of them like snack food!

• Callonvolunteerstosayoneoftheirsentences.

Learning Strategy: Makeconnections• Readthedirections.Studentscanuseindexcards

orpiecesofpaper.• Modeltheactivitybymakingacardforoneofthe

phrasesinExercise1B.• Walkaroundandhelpstudentswritethephrases

andexamplesoftheactivity.• Say:You can remember new vocabulary when you

make connections between the activity and examples of the activity.Tellstudentstheycanusethisstrategytorememberothernewvocabulary.

Getting Started 5 minutes

1 WHAT DO YOU KNOW?

• Setthecontextofthelesson.Writetwocolumnheadingsontheboard:healthy foodandunhealthy food

• Pointtothewords.Say:Describe some foods that go into these categories.

• Callonvolunteerstowritesomefoodsundertheappropriatecategory.

• Statethelessonobjective:We’re learning words that relate to eating habits.

Presentation 5 minutes

a Lookatthepictures...

• Callonvolunteerstosaywhattheythinkthephrasesmean.Askthemforexplanationsorexamplesforeachphrase.

• Sayeachphraseandhavestudentsrepeat.

Teaching Tip

Ifstudentshavebeenaddingtheirvocabularycardstotheirziplockbagorenvelope,itmightbegettingfull.Suggestcreatingtwobags,onewithvocabularycardsthattheynowknow,andoneforreviewingthewordstheyhaven’tmastered.


T-147 UNIT 8

Lesson 1 Vocabulary

Interactive Practice pages 86–87

Extra Practice


2 PRACTICE

Communicative Practice 20 minutes

Show what you know!

GROUPS.Compareyouranswers...

• Whenstudentshavecompletedthetask,callonvolunteersfromeachgrouptowritesomephrasesintheVenndiagramontheboard.

• Toreview,askeachgrouptosayonethingtheywroteandgivetheirreasonwhy.

Expansion: Writing Practice for Show what you know!

• Tellstudentstheyaregoingtowritefivesentencesaboutthephrases.

• Writeontheboard:Buying fresh fruits and vegetables is a healthy habit because fruits and vegetables are very good for you.

• Formpairs.Eachpairchoosesfivephrasestowriteabout.

• Walkaroundandhelpasneeded.• Tofinishthisexercise,callonstudentstoreada

sentenceuntilallthephraseshavebeenused.

Community Building

DuringWordPlay,encouragestudentstosharetheirideasandgivereasonsfortheirchoices.Encouragethemtoaskeachotherfortheiropinions.Writeontheboard:Do you think this word should go here or here? Why do you think that?

WORDPLAY.Lookat...

• Drawthediagramontheboard.Usingpicture1asanexample,ask:Is having a snack an example of an unhealthy habit, a healthy habit, or could it be either?

• Callonvolunteerstosharetheirchoice.Askthemtosaywhytheythinkthat.

• Writehave a snackintheeithersectionofthediagram.Say:I’m going to write this here, because if you have a healthy snack such as carrots or yogurt, then it’s healthy. But if you have an unhealthy snack such as candy, it could be unhealthy.

• Walkaroundandhelpasnecessary.

MULTILEVEL INSTRUCTION for 2

Pre-level Tellstudentstodothehealthyhabitsfirst,thentheunhealthyhabits.Thentheycanthinkaboutwhichonesareleft.Above-level Tellstudentstowriteoneextraexampleofeachcategory.


UNIT 8 T-148

Talk about eating habitsLesson 2

B Readthestatements....

• Readthestatementsaloud.Readlikethis:Skipping meals is . . . good for your health; bad for your health; or neither good nor bad for your health.

• PlayCD2,Track47.• PlayTrack47again.Tellstudentswhofinishedthe

firsttimetowritedownwhattheyhear.• Toreviewthisexercise,playTrack47again.Have

studentsraisetheirhandswhentheyheartheanswer.Saythecompletedstatement.


1 BEFORE YOU LISTEN

Doyoueverskipmeals...

• Readthedefinitionofskip mealsfromthebook.• Say:Sometimes I skip breakfast because I’m busy in

the morning. Then I’m really hungry before lunch.• Readthequestionsinthebook.• Callonstudentstoanswer.


2 LISTEN

a Listentotheradioshow...

• Ask:What information are we listening for the first time we listen?(DomostU.S.workershavehealthyorunhealthyeatinghabits?)

• Tellstudentstojotdownwhattheyhearthathelpsthemanswerthequestion.

• PlayCD2,Track47.• Callonastudenttoreadthecompletedstatement.• Askstudentstocalloutanythingtheyheardthat

confirmsthatstatement.

Culture Connection

Accordingtorecentstudies,60%ofadultsintheU.S.areobese.Somestudiesprojecta20%riseinobesityby2030.Schools,healthgroups,andworkplacesareallmakingorganizedeffortstoeducatetheirmembersabouthealthyeatinghabitsandtheimportanceofregularexercise.



T-149 UNIT 8

4 PRACTICE

a PAIRS.Practicetheconversation.

• Withanabove-levelstudent,modeltheconversationfortheclass,usingpronunciationofd’ya.

• Tellstudentstorole-playbothAandB.Walkaroundandhelpasneeded.

• Callonvolunteerstorole-playtheconversationfortheclass.

Expansion: Writing Practice for 4A

• Formpairs.Havestudentschangethequestionsandanswersintheconversation.Callonafewpairstoreadtheirconversations.



3 CONVERSATION

a Listentothesentences....

• PlayCD2,Track48.Havestudentsreadthesentences.

• PlayTrack48again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch.• Readthesentencesaloud.Havestudentsrepeat.

Expansion: Pronunciation Practice for 3A

• HavestudentssaysomequestionsusingDo . . . ?Startthemoffwith:What do you usually drink in the morning?Writethequestionsontheboard.Readthequestions,stressingd’ya.Havestudentsrepeat.


B Listenandread...

• Ask:What do you see in the photo? What is happening?

• PlayCD2,Track49twice.Studentsreadalongsilently.

• Tocheckcomprehension,ask:Does the man eat between meals? What does he usually eat?

Expansion: Speaking Practice for 3B

• Writeontheboard:Does this man have healthy or unhealthy eating habits? What might he do to have better eating habits?(unhealthy—hehaschipsandcookiesforasnack;heshouldeatbreakfastandeatfruitforasnack)

• Formpairs.Havestudentsdiscussthequestions.• Callonvolunteerstosharetheirideas.

Teaching Tip

Tohelporganizethefollowingdiscussion,assignroles.StudentA:Keepatallyofhowmanystudentshaveeachoftheseeatinghabits.StudentB:Writethegroup’sideasabouttheconsequencesofthesehabits.StudentC:Addtothetallyontheboard.StudentD:Sharewhatthegroupsaidtheconsequencesofthesehabitscanbe.

B MAKEITPERSONAL.GROUPS.Lookatthe...

• Writetheeatinghabitsfromtheexerciseontheboard.Showstudentshowtokeepatallybydrawinglinesingroupsoffive.

• Whenstudentshavecompletedthetask,haveStudentCaddtothetallyontheboard.Counthowmanystudentshaveeachhabit.Writethenumbernexttoeachhabit.

• CallonStudentDineachgrouptoshareoneortwoconsequencesofthesehabits.

• Tofinishthisexercise,askwhatapersoncoulddotochangeoneofthehabits.Callonvolunteerstoanswer.

Interactive Practice

Extra Practice


UNIT 8 T-150



1 PRACTICE

a Underlinetheadverbs...

• Havestudentsreadtheparagraphforcomprehensionfirst.Ask:What is Jorge’s problem? Is it OK for him to skip breakfast? Why or why not?(Heskipsbreakfast;noteveryday;hewilleatmoreduringthedayandincreasehisriskforheartdisease.)

• Toreview,havestudentsreadasentenceandsaywhatheorsheunderlinedandcircled.

• Makecorrectionsasnecessary.

B Unscramblethesentences....

• Pointoutthatthesesentencesneedpunctuation.• Callonastudenttoreadthefirstsentence.• Remindstudentstolookbackattheinformationin

thegrammarboxtousecorrectwordorder.• Walkaroundandhelpasneeded.• Callonstudentstowritethesentencesonthe

board.Makecorrectionsasnecessary.


• Writeontheboard:I always drink coffee in the morning.Havestudentsreadthesentencealoud.Ask:How often do I drink coffee in the morning?(always)

• Writeontheboard:We never go out to eat during the week.Havestudentsreadthesentencealoud.Ask:How often do we go out to eat during the week?(never)

• Writeontheboard:We are usually in bed by 10:30.Havestudentsreadthesentencealoud.Ask:How often are we in bed by 10:30?(usually)

• Say:These are adverbs of frequency. They describe how often we do something.


Adverbsoffrequency

• Askstudentstolookatthechartofadverbsoffrequency.Say:The percentage line tells how often we do something using that adverb.Readtheadverbsandhavestudentsrepeat.

• Askstudentstoreadthesentencesinthegrammarboxesontheleft.Pointouttheorderinthesentences:Adverbsoffrequencycomebeforemostverbs;adverbsoffrequencycomeaftertheverbbe.

• HavestudentsreadtheGrammarWatchsilently.• Askabove-levelstudentstowritethefirstsentence

ontheboard,usingsometimesandusuallyatthebeginning.(Sometimesweeatabigbreakfast.Usuallyweeatabigbreakfast.)

• Askabove-levelstudentstowritetwosentencesontheboard,usingtheexpressionsonce in a whileandonce a year.(Examples:Onceinawhile,weeatabigbreakfast.Onceayear,weeatatanexpensiverestaurant.)

Language Note

Helpstudentslearnwhereinthesentencethefrequencyadverbcomes.Itusuallycomesaftertheverbbe.Itusuallycomesbeforeotherverbs.


T-151 UNIT 8



Show what you know!

STEP1.GROUPS.Writetwoquestions...

• Tellstudentstolookbackatthevocabularyonpages146and147,andtheeatinghabitsmentionedonpages148and149.Tellstudentstousethoseideasortheirown.

• Walkaroundandhelpasneeded.

STEP2.Surveyfiveclassmates....

• Withanabove-levelstudent,modelthequestioningandwritingofnamesonthechart.

• Walkaroundandhelpasneeded.

STEP3.Reportyourresults...

• Callonstudentstotellaboutanotherstudent’seatinghabits.

Expansion: Writing Practice for STEP 3

• Havestudentswritesentencesaboutanotherstudent’seatinghabits.Havethemexchangepaperswithanotherstudent.Tellthemtocheckeachother’spapersfororderoffrequencyadverbs.Callonstudentstoreadsentencesaloud.

Progress Check

Canyou...talkabouteatinghabits?Askstudentstolisthealthyandunhealthyeatinghabits.Callonstudentstowritethelistontheboard.Askstudents:Can you check this goal?


2 PRACTICE

a Addadverbsoffrequency...

• Writeitem1ontheboard.Demonstratedrawingarrowstoaddtheadverb.Readthenewsentencealoud.

• Ifstudentsneedmoresupport,doitem2withtheclass.Haveavolunteerwritethesentenceontheboardanddrawthearrow.Makenecessarycorrections.

• Havestudentscompareanswerswithapartner.• Callonvolunteerstowritethesentencesonthe

boardwiththearrows.Reviewthesentenceswiththeclass.

B Readtheparagraph....

• Reviewtherulesaboutorderoffrequencyadverbs.Havestudentsreadthegrammarinformationfrompage150.Havethemtellyoutherules.(Adverbsoffrequencyusuallygobeforeaverb;aftertheverbbe;sometimesandusuallycanbeginasentence.Someexpressionscanbeginorendasentence.)

• Walkaroundandhelpasneeded.• Havestudentscompareanswerswithapartner.• Toreviewthisexercise,askvolunteerstoreadthe

sentencesandcorrectthemistakes.

Expansion: Reading Practice for 2A and 2B

• Formpairs.HavestudentstaketurnsreadingthesentencesinExercise2A.ThenhavestudentstaketurnsreadingtheparagraphinExercise2B.Walkaroundandcheckonplacementoffrequencyadverbs,pronunciation,tone,andpaceasneeded.


Extra Practice


UNIT 8 T-152

Read a nutritional label and talk about dietsLesson 4


• Bringinsomeboxesorpackageswithnutritionallabels.Examplesofeasythingstobringin:Jell-O,chips,crackers,pilafs,cereals.

• Passaroundtheboxes.Havestudentslookatthelabels.

• Writeontheboard:What information are we given on the labels?Answerswillinclude:calories,fat,cholesterol,protein,ingredients,etc.Explainvocabularyasnecessary.Giveexamples.

• Saythelessonobjective:We’re going to read nutritional labels and learn about special diets.


1 READ A NUTRITIONAL LABEL

a GROUPS.Whenyoubuyfood...

• Havestudentsreadtheinformationontheyellowstickynote.

• Askstudentstoraisetheirhandsiftheyreadnutritionallabelsbeforebuyingfood.

• Callonafewstudentswhoraisetheirhandstosaywhytheyreadlabels.

Culture Connection

In1994,theU.S.FoodandDrugAdministrationregulatedthelabelingofnutritionalinformationtoincludeconsistent,standardized,usefulinformationfortheconsumer.

B CLASS.Lookatthetwolabels...

• Writequestionsontheboard:What are the names of the two foods we are comparing?(FiestachipsandFritterchips)Which one contains cheese?(Fritterchips)Which bag of chips is bigger?(Fritterchips)How much total fat is in a serving of each one?(10gramsand5grams)

• Talkwiththeclassaboutwhatthefollowingabbreviationsmean:oz.(ounce),g.(gram),mg.(milligram).

• Explain% Daily Value.(Thisisbasedona2,000-calorieintakeforadultsasrecommendedbytheU.S.FoodandDrugAdministration.)


2 PRACTICE

Completethestatements...

• Callonstudentstoreaditem1.Pointtotheinformationonthenutritionallabels.

• Havestudentscompareanswers.• Callonstudentstoreadthecompletedstatements

andpointtotheinformationonthenutritionallabels.Makenecessarycorrections.


Read a nutritional label and talk about dietsLesson 4

T-153 UNIT 8


B Readthestatements....

• Callonstudentstoreadthestatementsaloud.• PlayCD2,Track50asmanytimesasnecessaryfor

moststudentstoanswerthequestions.• Toreviewthisexercise,playTrack50again.Pause

attheanswers.Askstudentstosaywhattheyheard.Writeitontheboard.Thensaythecorrectanswer.

• PlayTrack50againforstudentstoconfirmtheanswers.

Progress Check

Canyou...readnutritionallabelsandtalkaboutdiets?Askstudentstolistsomeofthecategoriesonnutritionallabels.Callonstudentstowritethelistontheboard.Askstudentstonamesomediseasesthatrequirespecialdiets.Writethenamesofthediseasesontheboard.Askstudents:Can you check this goal?


Extra Practice


3 TALK ABOUT DIETS

a PAIRS.Sometimespeoplecan’t...

• Doitem1withtheclass.Remindstudentsthatthefatcontentisperserving,notperbag.

• Reviewitemsbyaskingvolunteerstosharetheiropinionswiththeclass.

MULTILEVEL INSTRUCTION for 3

Cross-ability Above-levelstudentshelppre-levelstudentsfindtheinformationonthenutritionallabel.

Expansion: Critical Thinking Practice for 3

• Writeontheboard:What are some illnesses that require special diets?Formpairstoanswer.Callonstudentstonamesomeillnesses.Writetheillnessesontheboard:heart disease, obesity, diabetes, allergies, digestive problems, cancer, stroke, allergy-induced asthma

• Ask:What special dietary needs do you think these diseases have?Acceptvariousanswersthatmakesense,forexample,lowfat,highfiber,stayingawayfromwhatyou’reallergicto.

4 LEARN ABOUT DIABETES

a Listentotheannouncement...

• Askstudentswhattheyknowaboutdiabetes.Writesomethingsontheboard.(It’swhenyoursugarlevelsgettoohigh;it’swhenyoudon’thaveenoughinsulin;itcancauseblindness.)Tellstudentsthatsomehealthproblemsruninfamilies.Thismeansyouinherittheproblem.

• PlayCD2,Track50.• PlayTrack50again.Havestudentswriteimportant

factstheyhear.• Callonvolunteerstoanswerthequestion.


UNIT 8 T-154

Talk about family healthLesson 5


B Readthequestions....

• Havestudentsreadthequestionsandanswerchoicesbeforelistening.

• PlayCD2,Track52.Thenhavestudentscompareanswers.

• Asktheclassfortheanswers.Writethemontheboard.

• PlayTrack52againtoconfirmtheanswers.

c Readthestatements....

• Havestudentsreadthestatementsbeforelistening.• Doitem1withtheclass.Askstudentstoraisetheir

handswhentheyheartheanswer.• PlayCD2,Track53.Pausetheaudiowhen

studentsraisetheirhands.Havethemsaywhattheyheardandansweritem1.

• ContinueplayingTrack53andhavestudentswritetheanswerstotherestofthestatements.

• Toreview,playTrack53again.Askstudentstoraisetheirhandswhentheyheartheanswer.Pausetheaudiowhentheyraisetheirhands.Havethemsaywhattheyheard.Thensaythecorrectanswer.

• Toconfirmtheanswers,playTrack53again.


1 BEFORE YOU LISTEN

GROUPS.Discuss.Whatcanparentsdo...

• Writeontheboard:What can parents do to help their children have a healthy lifestyle?

• Passoutlargenewsprint.Haveonestudentrecordthegroup’sidea.Haveanotherstudenttapethenewsprintup.Haveanotherstudentsharethegroup’sideas.

• Circletheideasthatarethesameonallthegroups’papers.


2 LISTEN

Culture Connection

TheCentersforDiseaseControlandPrevention,knownastheCDC,isawidelyrespectedarmoftheU.S.DepartmentofHealthandHumanServices.Theiraimistohaveaneducatedandhealthypopulation.Theyresearchanddisseminateinformationaboutnumeroushealthissues.

a Listentotheinformation...

• TellstudentstheyaregoingtolistentoarepresentativeoftherespectedhealthorganizationreferredtoastheCDC:theCentersforDiseaseControl.

• AskstudentswhatinformationtheyarelisteningfortoseeiftheirideasfromBeforeYouListenarementionedinthereport.

• PlayCD2,Track51.• ThenplayTrack51again.Haveanabove-level

studentwritetheideasontheboard.



T-155 UNIT 8


3 CONVERSATION

a Listenandread...

• PlayCD2,Track54.Havestudentslistenandread.• Checkcomprehension.Ask:Who is talking? What

do you think their relationship might be?(AnaandMaya;couldbefriends,neighbors,sisters)Ask:What is Maya’s problem?(hersonneedstoloseweightandhewon’tdiet)Ask:What is Ana’s advice to Maya?(changethewayshecooks)

• PlayTrack54again.Havestudentsrepeat.

4 PRACTICE

a PAIRS.Practicetheconversation.

• Havepairspracticetheconversation,role-playingbothAandB.

• Callonvariouspairstorole-playtheconversationfortheclass.

Teaching Tip

Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudent.

B ROLEPLAY.PAIRS.Makesimilarconversations.

• Havepairswriteouttheirconversation.• Callonpairstorole-playtheirconversationfor

theclass.

MULTILEVEL INSTRUCTION for 4B

Pre-level Underlinethephrasesstudentscanchange,forexample,my son;low-fat ingredients.Tellstudentstosubstitutenewphrasesfortheoldtochangetheconversation.Above-level Tellstudentstogivemoreinformation,forexample,theillnessthatthefamilypersonhasandwhatthedietaryrequirementsare.

c MAKEITPERSONAL.GROUPS.Discuss...

• Haveeachgroupmaketwolistsonpaper.• Havethemcomparetheirlistswithanothergroup.• Tofinish,ask:What are some unhealthy and

healthy foods that both groups had on their lists?



Extra Practice


UNIT 8 T-156



• Writeontheboard:A gerund is an -ing form of a verb used as a noun.

• Say:Sometimes gerunds can be used as subjects.Write:Eating breakfast is important.

• Ask:What is the gerund?(eating)What is the subject?(eating)

• Say:Sometimes gerunds can be used as objects.Write:We like having salad for lunch.

• Ask:What is the gerund?(having)What is the object?(having)

• Erasethesentencewiththegerundasasubject.Say:We’re going to learn about using gerunds as objects.


Verb+gerundasobject

• Callonavolunteertoreadtheexamplesentences.• Callonavolunteertoreadtheinformationinthe

GrammarWatch.• Askvolunteerstosayanexamplesentenceusing

theverbsintheGrammarWatchandagerundasanobject.Writethesentencesontheboard.Examplesmightinclude:I can’t stand dieting. Please keep trying to lose weight.Makenecessarycorrections.

• Toreview,ask:What is a gerund?(the-ingformofaverbusedasanoun)Ask:Is the gerund a subject or object in these sentences on the board?(object)


1 PRACTICE

a Underlinetheexamples...

• Tellstudentstheyaregoingtoreadtheparagraphtwotimes.

• Writeontheboard:What is the paragraph about? What was Lu Yi’s problem? What solution did Lu Yi come up with?

• Havethemreadthefirsttimetounderstandthestory.Callonstudentstoanswerthequestions.

• Havestudentsreadtheparagraphagainandunderlinetheverbsandgerunds.

• Walkaroundandhelpasnecessary.• Callonvolunteerstoreadthesentencesandsay

theverbsandgerundstheyunderlined.

B Completethesentences...

• Callonastudenttoreadsentence1.Elicitideasfromtheclass.Completesentence1withtheclass.

• Walkaroundandhelpasneeded.• Callonstudentstowritethecorrectwordon

theboard.• Callonstudentstoreadthesentencescompleted

withthewordsfromtheboard.• Makecorrectionsasnecessary.

Expansion: Reading Practice for 1B

• Formpairs.Havestudentsalternatereadingthecompletedsentencesaloud.

Community Building

Ifyourclassincludesparentsandnon-parents,mixthegroups.Thesetwogroupsofstudentscanlearnfromeachother.


T-157 UNIT 8


Show what you know!

PROBLEM-SOLVING.GROUPS.Talkabouthow...

• Reviewthetopic.Ask:What are some lifestyle habits that we have that affect our family’s health?Youmaywanttowritetheideasontheboard.

• Pointoutthatgroupswillbetalkingabouttwothings:1)howhabitscanmakeyourlifestylehealthyorunhealthy,and2)howtobehealthier.

• Setatimelimitforgroupstotalk.Walkaroundandhelpasneeded.

• Thenasktwogroupstojoineachotherandsharetheirsuggestions.

• Tofinish,askgroupstosayanysuggestionstheyboththoughtof.



2 PRACTICE

Completetheconversations....

• Tellstudentstoreadeachconversationforcontextfirst.

• Doitem1withtheclass.Completetheconversationbywritingtheanswerontheboard.

• Whilestudentsarecompletingthetask,walkaroundandhelpasnecessary.

• Toreview,writetheanswersontheboardandreviewthegrammarwiththeclass.Makeanynecessarycorrections.

• Ask:What are all of these conversations about?(changingeatinghabitstobehealthier)

Expansion: Speaking Practice for 2

• Formcross-abilitypairs.• Havestudentspracticeallfivecompleted

conversations.• HavestudentsswitchrolessotheyarebothA

andB.


Extra Practice

Progress Check

Canyou...talkaboutfamilyhealth?Asktheclasstoidentifyhealthylifestylechanges.Makealistontheboard.Askstudents:Can you check this goal?

MULTILEVEL INSTRUCTION for Show what you know!

Pre-level Havestudentschoosetwotopicsintheboxtotalkabout.Above-level Havestudentsaddanothertopictotheboxoflifestylehabits.


UNIT 8 T-158

Talk about school lunchesLesson 7


1 BEFORE YOU READ

GROUPS.Discuss.Whatkindsoffood...

• Ask:Who has children? Do they eat lunch at school? What do they eat?

• Extendthediscussion.Ask:Do schools in your country offer lunches to the children? Do you think it’s a good idea to have schools offer lunches? Why or why not?

• Statethelessonobjective:We are going to talk about school lunches.

Community Building

Encouragestudentstorelyoneachotherforhelpduringclass.Tellthemtotalktoaclassmateaboutwordsandideastheydon’tunderstand.Givestudentstheopportunitytotalktoeachotherastheyreadandcompleteexercises.


2 READ

Listenandreadthearticle....

• Ask:What information are we listening for the first time we listen?(whattheproblemwithschoollunchesis)

• PlayCD2,Track55.Studentslistenandreadsilently.

• Checkcomprehension.Ask:What is the problem with school lunches?(Somepeoplethinkschoollunchesarenothealthy.)

• Ifstudentswantdefinitionsofvocabularywordsnow,tellthemthatthereisvocabularypracticeonthenextpage.

Expansion: Reading Practice for 2

• Writeontheboard:P1:Why did the U.S. government start the National School Lunch Program? How many children does it feed?P2:What foods do schools often serve? Why do some people think this is a problem?P3:What have California schools done to deal with fat and sugar levels in school lunches?

• Say:We’re going to read the article again. Look for information to help you answer these questions.

• Askstudentstoreadthearticlesilently.Havethemworkwithaclassmatetoanswerthequestionsontheboard.

• Toreview,askvolunteersforanswers.Writetheinformationontheboard.


Talk about school lunchesLesson 7

T-159 UNIT 8


Extra Practice

4 VOCABULARY IN CONTEXT

Lookattheboldfaced...

• Writealistontheboard:school districts satisfied nutritious pass laws administrators affordable appetizing

• Havestudentsreadthestoryagain.Askthemtopayattentiontothesentenceswiththesewords.

• Asktheclasstogivedefinitionsforthewordsontheboard.Thenhavetheclassdotheexercise.

• Toreview,askvolunteerstoreadthewordsandthecorrespondingdefinitions.Makeanynecessarycorrections.


Show what you know!

GROUPS.Whatfoodsshouldschools...

• WriteaT-chartontheboard: Foods schools Foods schools

should serve should not serve

• Walkaroundandhelpasnecessary.• CallonstudentwriterstowritetheirT-charton

theboardandtosummarizetheirgroup’sideas.

MULTILEVEL INSTRUCTION for Show what you know!

Cross-ability Pre-levelstudentswriteaboutandreportonthefoodthatschoolsshouldandshouldnotserve.Above-levelstudentswriteaboutandreportonwhoshoulddecidewhatfoodtoserveinschools.


3 CHECK YOUR UNDERSTANDING

a PAIRS.Readthearticleagain....

• Ask:What are some of the ways we have learned to look for the main idea?(lookatthetitle,thinkofthe“bigpicture,”don’tconfusethetruedetailswiththeoverallmainidea)

• Havestudentsreadthearticlewithapartneranddecidewhatthemainideais.

• Callonafewstudentstowritewhattheythinkthemainideaisontheboard.

• Readtheideasontheboard.AsktheclassIs the idea short and precise? Are you sure it isn’t a true detail? Does it give the overall idea, the “big picture” of the article?

• Takeapoll.Askstudentstovotewhichideaontheboardistheanswer.

• Themainideashouldinclude:ThereisamovementintheUnitedStatestogettheschoolstoofferhealthyschoollunches.

B Readthestatements...

• Writeontheboard:Angelina Jolie is the ideal woman! Angelina Jolie is married to Brad Pitt.

• Ask:Which statement is an opinion?(first)Which statement is a fact?(second)

• CallonastudenttoreadtheReadingSkillbox.• Callonastudenttoreaditem1.Ask:How do you

know this is a fact?(becauseitissomethingtrue,somethingyoucanprove)

• Callonstudentstoreadthestatementsandsayiftheyareopinionsorfacts.Askwhyforeach.

Expansion: Writing Practice for 3B

• Studentswritetwoopinionsandtwofacts.• Askvolunteerstoreadtheirstatements.Havethe

classsaywhichstatementsarefactsandwhichareopinions.Discusswhy.


UNIT 8 T-160

Talk about dental healthLesson 8


1 BEFORE YOU LISTEN

Matchthewordswiththepictures....

• Writeontheboard: What kinds of problems can we have with our teeth? What can we do to have good dental health?

• Callonvolunteerstoanswerthequestions.Writesomeideasontheboard.

• Havevolunteerswritethecorrectletterontheboard.

• Saytheanswers,andhavestudentsrepeattheword.

Culture Connection

MostdentistsintheUnitedStatesrecommendacleaningeverysixmonthsandX-raysperiodically.


2 LISTEN

a Listen.Hoisat...

• Havestudentslookatthepicture.Ask:Who are these people? What do you think they are talking about?

• Havestudentsreadthethreepossibilities.• PlayCD2,Track56.• Callonstudentstosaywhatthepeopleare

talkingabout.• Toreview,playTrack56again.

B Readthequestions....

• Havestudentsreadthestatementssilently.• PlayCD2,Track56.• Callonstudentstoreadthestatementsandsayif

theyaretrueorfalse.• Toreview,playTrack56again.

Expansion: Writing Practice for 2B

• Studentsrewritethefalsesentenceswithcorrectinformation.Havestudentswritethenewstatementsontheboard.



T-161 UNIT 8


3 CONVERSATION

a Listentothesentences....

• PlayCD2,Track57.Havestudentslistenandread.• PlayTrack57again.Havestudentsrepeat.• HavestudentsreadthePronunciationWatch

silently.Readthetextaloud.• PlayTrack57again.Stopaftereachsentence

andpointoutthematchinginformationinthePronunciationWatch.

B Listenandread...

• PlayCD2,Track58.Havestudentslistenandreadsilentlybeforecompletingthetask.

• PlayTrack58again.Havestudentsdrawthearrows.

• Havestudentswritethesentenceswitharrowsontheboard.

• Toreview,playTrack58again.Checkthearrowsontheboard.

c Listenandread...

• PlayCD2,Track59.Havestudentslistenandreadsilently.

• PlayTrack59again.Pauseaftereachlineandhavestudentsrepeat.

Teaching Tip


MAKEITPERSONAL.PAIRS.Lookatthequestions...

• Encouragestudentstosetuptheirconversationasaroleplay.

• Walkaroundandhelpasnecessary.• Toreview,callonpairstoreadaquestionandsay

whattheiransweris.

4 PRACTICE

PAIRS.Practicetheconversation.

• Havepairsreadtheconversationtogether,alternatingroles.

• Callontwostudentstoreadtheconversationfortheclass.



Extra Practice



UNIT 8 T-162


• Writeontheboard:I like eating spicy food.• Ask:Do you remember from Lesson 6 what a

gerund is?Writeontheboard:Gerund = -ing form of a verb used as a noun.

• Writeontheboard:1. Eating breakfast is important. 2. We like having salad for lunch.

• Say:We can use gerunds as subjects or objects. In these two sentences, which one is a subject?(Eating)

• Say:In Lesson 6 we studied gerunds as objects.Pointtosentence2. Thensay:Here we’re going to learn about using gerunds as subjects.Pointtosentence1.

• Statethelessonobjective:We’re going to use gerunds as subjects while we talk more about dental health.


Gerunds

• Callonvolunteerstoreadthesentences.• Pointoutthatthegerundsaresubjects.


1 PRACTICE

B Rewriteeachsentence...

• Writesentence1ontheboard.Circlethephrasethatbecomesthegerundandsubject.Drawanarrowtoshowthatitbeginsthesentence.Writethenewsentenceunderit.

• Writesentence2ontheboard.Circlethephrasethatbecomesthegerundandsubject.Drawanarrowtoshowthatitbeginsthesentence.Callonastudenttocometowritethenewsentence.

• Writetheremainingsentencesontheboard.Havestudentscometotheboard,circlethephrasethatbecomesthegerundandsubject,andwritethenewsentenceunderit.

• Thenhavestudentsdotheexerciseintheirbooks.


Extra Practice

Language Note

Writeontheboard:wipe = rub softly.Askstudentstowriteontheboardanywordsfromtheparagraphtheydon’tunderstand.Writesimpledefinitionsorgiveexamplesofthesewords.

a Readaboutdentalcare...

• Havestudentsreadforcomprehensionfirst.• Writeontheboard:What is the main idea? Name

two things we can do for babies to help with their dental health. Name two things we can do for young children to help with their dental health.

• Havestudentsanswerthequestionswithapartner.• Toreview,havestudentsreadasentenceandsay

whatheorsheunderlined.

Community Building

It’simportantforstudentstoworkwithdifferentpeople.Changegroupsfrequently,andtellstudentstoaskeachother’snamesbeforetheybegintheirtask.


Show what you know!

GROUPS.Talkabouthowtokeep...

• Havegroupsmakealistoftheirideas.• Haveeachgroupsayoneortwooftheirideas.

Writetheideasontheboard.Makesurethestudentsareusinggerunds.Iftheyarenot,stopandaskthemtotranslatetheirideastogerunds.

Progress Check

Canyoutalkaboutdentalhealth?Asktheclasstoidentifyhealthyandunhealthydentalhabits.Makealistontheboard.Askstudents:Can you check this goal?


T-163 UNIT 8


1 BEFORE YOU WRITE

a GROUPS.Isyourdietdifferent...

• Givestudentsafewminutestowritedownsomeideasabouttheirdietsintheirnativecountriesandtheirdietshere.

• Callononeortwostudentstosaysomedifferencesbetweennativedietsanddietshere.

• Statethelessonobjective:We are going to write a paragraph comparing our diets in our native countries with our diets here.


Language Note

Pointouttheorganizationoftheinformationtothestudents.ThewritertalksaboutherdietinMexicofirstandthenherdietintheU.S.Shedoesn’tmixtheinformation.

Describe your eating habitsLesson 10

B ReadVera’sdescription...

• Tellstudentstoreadthelettersilently.• Ask:How do you know Vera is going to compare

two things?(I’mfromMexico.My...aredifferenthere.)What word lets you know that Vera is going to talk about breakfast here in the U.S.?(Now)

• Ask:How did Vera organize her paragraph?(Shetalkedaboutherhabitsinhercountry;thenshetalkedaboutherhabitshere;sheusedexamples.)

• Alsosay:She decided to talk only about breakfast. She didn’t tell us about every meal or about snacks.

Expansion: Critical Thinking Practice for 1BWriteontheboard:What can Vera do to eat a healthier breakfast here?Havestudentstalktogether.Elicitideas.(Answersshouldinclude:Shecancookeggsmore.Shecanbuyhealthycerealandwhole-grainbread.)


2 WRITE

Writeaparagraph...

• Walkaroundandhelpasnecessary.

3 CHECK YOUR WRITING

• Havestudentschecktheirownpapersfirst.• Thenaskstudentstocheckaclassmate’spaper

usingthesesamequestions.• Walkaroundandhelpasnecessary.

Teaching Tip

Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluatevocabulary,grammar,mechanicsandhowwelltheycompletethetask.Youmaywanttoreviewthecompletedrubricwiththestudents.


Extra Practice


UNIT 8 T-164

Show what you know!

1 REVIEW

ForyourGrammarReview...

• Havestudentsturntopage252toreviewthegrammarforthisunit.

• Answeranyquestionsstudentsmayhave.

2 ACT IT OUT

STEP1.CLASS.Reviewtheconversation...

• Writeontheboard:The conversation is about .

• PlayCD2,Track54.• Havestudentsworkwithaclassmatetofillin

theblank.Thenhavevolunteerssaywhattheconversationwasabout.

STEP2.ROLEPLAY.PAIRS.Role-play...

• Haveeachpairreadtheirroleplayinformation.Checkcomprehension.Ask:Who are the people? What is the problem? What are some solutions?

• Asktheclasstosaytheirideas.Writetheinformationontheboard.Answeranyquestionsstudentsmayhave.

• Aspairsrole-playaconversation,walkaroundandhelpstudentswithvocabulary,pronunciation,andgrammar.

• Askvolunteerstorole-playtheirconversationfortheclass.

Teaching Tip


3 READ AND REACT

STEP1.ReadaboutAna.

• Havestudentsreadtheproblemsilently.• Checkcomprehension.Ask:Who is Ana? Who are

her children? Why is Ana worried?

STEP2.GROUPS.Discuss....

• Tellstudentstosummarize,withoutreading,theproblemsAnaishaving.

• Havegroupscompletethetask.• Callonastudentfromeachgrouptosayone

thingAnaneedstodoandonethingAnaneedstostopdoing.

4 CONNECT

ForgeneralteachingnotesabouttheSelf-EvaluationActivities,gotopageT-xi.ForgeneralteachingnotesabouttheTeamProject,gotopageT-xi.

Progress Check

• Tellstudentstoturntopage145(thefirstpageofUnit8).

• Havethemreadthegoalsandchecktheonestheybelievetheycando.

• Havethemtalktoapartneraboutwhichgoalstheychecked.

• Remindthemthatiftheydidn’tcheckagoal,theycanreviewwithExtraPractice.

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit8,encouragethemtoreviewtheactivitiesontheCD-ROM.

Review &Expand


Extra Practice


Documents

8 Staying Healthy - Future - English For Results€¦ · picture: What do you see? ... healthy food and unhealthy food • Point to the words. ... an unhealthy habit, a healthy habit,